tag:blogger.com,1999:blog-80476505693758785292024-03-06T05:00:21.128+13:00Nunquam Narro NunquamM Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.comBlogger73125tag:blogger.com,1999:blog-8047650569375878529.post-18568969263399280132023-10-24T21:32:00.005+13:002023-10-24T21:32:44.032+13:00Summary of the Tree Situation<p><b>Note: This blog is a collection of random material and is for private use only - this is digital storage of bits and pieces which shouldn't make particular sense in any other context.</b></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNbwPr_pPJT8EThSlNq9buuoTM31wLfLqqZ7SnWAXncTm8GsdRFNYHEla48Av34I-GpYtOoADAblVUirTVrKCVW4Y-ft1biNJaTNwZW_kIjByFOoWdCgEPq9XtxJAfFp2fY2Ud2g3_9mkG9IwGHoXTyocXkmCd59JpHphB7wv4-bRIFS2hTh04aAr-YgQ/s578/Screen%20Shot%202023-10-24%20at%208.51.33%20PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="383" data-original-width="578" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNbwPr_pPJT8EThSlNq9buuoTM31wLfLqqZ7SnWAXncTm8GsdRFNYHEla48Av34I-GpYtOoADAblVUirTVrKCVW4Y-ft1biNJaTNwZW_kIjByFOoWdCgEPq9XtxJAfFp2fY2Ud2g3_9mkG9IwGHoXTyocXkmCd59JpHphB7wv4-bRIFS2hTh04aAr-YgQ/s320/Screen%20Shot%202023-10-24%20at%208.51.33%20PM.png" width="320" /></a></div>This shot was taken as the single Real Estate shot from 2023 when the property was semi-marketed.<div>Note that we purchased the property prior to it going onto the market so it was essentially not properly on and there was not proper photographs taken. This show shows the four conifers that were planted next to the house. Our first act as new owners was to have them removed by an arborist ($1200). He estimated that the trees had been in place since about 1990 on the basis of the growth rings. They had not been banded or shaped and had dead material in the centre of them. We initially had considered keeping them if possible but after a post on a New Zealand site related to trees and gardening the overwhelming consensus was to have them removed. The trees had not been controlled and had numerous parts coming out from the centre and had not been toped in some time. We had the arborist quote for the removal of the tree as noted.</div><div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRGIZDX5cv7rTm_VqRycdsyTelwT2wlHqj4LX5z1RqO6tuA0_OpPw2rwfWRj6H74ecD6-CbGIkv_ldo-xPedj5EZ2Jb_BboKJtgGYHenvvxGXWq8k2hfit4W_aF7566qsMqokLNMBTyIu51N9kNC-JMCfJFGQ_-ZnvgVpI-noea76451mNu44gv9yHbZc/s747/Screen%20Shot%202023-10-24%20at%208.52.27%20PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="424" data-original-width="747" height="182" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRGIZDX5cv7rTm_VqRycdsyTelwT2wlHqj4LX5z1RqO6tuA0_OpPw2rwfWRj6H74ecD6-CbGIkv_ldo-xPedj5EZ2Jb_BboKJtgGYHenvvxGXWq8k2hfit4W_aF7566qsMqokLNMBTyIu51N9kNC-JMCfJFGQ_-ZnvgVpI-noea76451mNu44gv9yHbZc/s320/Screen%20Shot%202023-10-24%20at%208.52.27%20PM.png" width="320" /></a></div>The photograph shown left was one of few articles or sources of information about the house which was published under the title <a href="https://www.stuff.co.nz/taranaki-daily-news/lifestyle/80883521/arthur-fryer-retiring-to-the-big-smoke">'Retiring to the Big Smoke' published on Stuff by Arthur Fryer</a> via the Taranaki Daily News.</div><div><br /></div><div>Again if you view the conifers in the photograph (the article dates from 2016 although the photograph is not dated and hard to judge) you can see that they look much more manageable and shaped. </div><div><br /></div>M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-64379157851360052402019-08-08T11:36:00.000+12:002019-08-08T11:36:31.912+12:00Innovators Group Project<iframe src="https://docs.google.com/presentation/d/e/2PACX-1vR1DN6BM41lFo9S5LZQNZi58-Ee1OQAo1xjSRlMrsHHbHAWQFzo4hAYHHuHzgmvBLhhfFCk-WIm9fb2/embed?start=false&loop=false&delayms=3000" frameborder="0" width="4000" height="569" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-4962160549026396652019-07-29T12:52:00.000+12:002019-08-08T11:35:17.258+12:00Curious Minds Project: Review.Having gone past the mid point review in terms of time for the Curious Minds Project I feel compelled to review. This is my personal thoughts at the moment and these need to be tempered as they are my own personal opinion rather than the official policy of the school.<br />
<br />
<b><u>Science Milestones:</u></b><br />
<ul>
<li><b> Identifying of suitable sights along the Kaupokonui (March 2019)</b></li>
<li><b>Water Sampling and Testing Phase One (March/April 2019)</b></li>
<li><b>Awa Observations One (March/April 2019)</b></li>
<li><b>Fish Survey Phase One (April 2019)</b></li>
</ul>
<br />
[These have been completed to some degree at this point with the first Awa Trip that took place and went to Yorke Road at Midhirst. Two additional visits to the Kaupokonui River had to be delayed or cancelled due to the weather conditions in Term Two, this was re-scheduled to the end of Term Two and took place then].<br />
<br />
<ul>
<li><i>Restoration Initatives - Phase One Testing (predator control measures, cleaning up) [May/June 2019] - has not been compelted [July 2019]</i></li>
</ul>
<ul>
<li><b>Awa Observations Two - (June/July 2019)</b></li>
<li><b>Predator Observations Two (June/July 2019)</b></li>
</ul>
This trip took place to the Kaupokonui Phase two - unsure about part two of it, while it could have been included as part of the second trip. <br />
<br />
<b><u>Community Milestones</u></b><br />
<ul>
<li><b>Hui to explore Ngaruahine its history and connection to Kaupokonui (not completed as of July was scheduled to take place in March 2019)</b></li>
<li><b>Restoration and Working Bee (May/June 2019) has not been completed by July.</b></li>
</ul>
<div>
Update: I have had a subsequent meeting with representatives from Nga Ruahine about moving the project forward. This has involved looking at ways to restructure the project to ensure that it is completed by the expected timeframe. I have also looked into Taranaki Venture Curious Minds Project Funding - this has not yet been established but will be done so shortly.</div>
M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-24509638143176543332019-07-03T14:09:00.000+12:002019-08-08T14:10:24.872+12:00NZ 2019 Principals Conference<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="-webkit-text-decoration-skip: none; background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Notes from Principal Conference:</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="-webkit-text-decoration-skip: none; background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">3/7/2019</span></div>
<b id="docs-internal-guid-e4463150-7fff-0d2a-2e00-86ee953e009d" style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="-webkit-text-decoration-skip: none; background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Challenge:</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">What do we do for Maori? Iwi at Auroa Primary School? How do we deliver Te Reo at Auroa Primary School. Do we meet the needs of our students, what else could we do to address the Well Being of our students? Yes we have Kapa Haka now but what else could we provide to students. What else could we do? Thinking outside the square for Maori students?</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="-webkit-text-decoration-skip: none; background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Minister of Education:</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Appraisal: This is a Low Trust tick box of requirements. Ministry is providing the flexibility to manage ourselves; accord and agenda. Decile system - equity process system. Support staff lack of specialists. Donations to School for Schools Decile 1-8 have been replaced by a $150 grant to schools, Auroa currently does not receive this grant but the Ministry is looking at pushing this out to all schools. Camps and Camp related activities are exempt from this however the school cannot charge for additional activities (we currently do not charge).</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="-webkit-text-decoration-skip: none; background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Educational Members of Importance:</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> </span><a href="https://teara.govt.nz/en/biographies/5b17/beeby-clarence-edward" style="text-decoration: none;"><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: #1155cc; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Clarence Beeby</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> - education no matter who and no matter what. Education being broad and empowering for students.</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="-webkit-text-decoration-skip: none; background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Renaissance and Reinvention:</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> Importance of ‘AND’ the link. PLP should embrace achievements in education and classical arts, literature and science. </span><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">VUCA</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> - Volatility, Uncertainty, Complexity and Ambiguity. </span><a href="https://www.stuff.co.nz/national/105573733/new-film-captures-the-legacy-and-final-days-of-social-justice-campaigner-celia-lashlie" style="text-decoration: none;"><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: #1155cc; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Cecila Lashlie</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> - Education Campaigner.</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://zhaolearning.com/" style="text-decoration: none;"><span style="-webkit-text-decoration-skip: none; background-color: transparent; color: #1155cc; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Yong Zhao -</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"> Keynote Speaker</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">‘What works may hurt”. Warning labels education, focus on one object. This has consequences for the other areas of the curriculum. Education to medicine - all medicines are a version of poison, is all education doing good for all students? Subjects vs Subjects? Cognitive vs Non Cognitive, instructional vs. educational, short vs long term. What a great idea by Chris Thompson. Frequency/Age/Retirement. Children are less likely to discover unexpected outcomes Can teaching cause damage to learning? Choice of outcomes for students are very important. In Easter Island the civilizations focus was on the statues at </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;"><span style="border: none; display: inline-block; height: 354px; overflow: hidden; width: 566px;"><img height="354" src="https://lh5.googleusercontent.com/RXrp9nwmnd91aF2BdPZLavCqh3Ba4wXBWRP2mFL-YtysguUMIBfkd24n2X2K21tY65BMzvBB7XC_4tW16b8wGQX7nhOUFkV7BbCLFuaf2Hjn8O0fz5JBs4DaQDMmIgBq7lRQKfsH" style="margin-left: 0px; margin-top: 0px;" width="566" /></span></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap; white-space: pre;">Easter Island to the detriment of the community. International Mathematical Studies: What do test scores matter? Why are test scores the most important, as scores increase what do we lose? </span></div>
<span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Entrepreneurship Confidence: </span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Low in countries with high test scores. Test scores go up and then as a result then creativity suffers. Life satisfaction VS. Pisa scores. Homogeneous. Education is a sausage maker, bacon is an innovation. Traditional Virtues of US Education (Golden and Katz 2018). Local decisions are made not by a national mandate. Test scores don’t measure important things; Extreme Genius - Extreme Deficit. Unproductive success and productive failure; always think about the task/ask questions if it cures and it hurt does this method work? For whom? Details? Information? Quality of Education system cannot exceed the quality of the teachers - PISA study. One size that fits all - the effect of the teacher cognition and non cognitive abilities of students achievements. Almost all research of test scores are slanted in favour of certain groups of students. We should revive the humanity in education.</span>M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-82917185617434551482019-04-09T12:52:00.001+12:002019-04-09T12:52:14.493+12:00Primary STEM Chat - Full ArchieveThis is the archieve for the full lists of <a href="https://wakelet.com/@RachaelLehr1293">Primary STEM Chat </a>which is not being going for several years. As stated previously this is a Twitter Internet Chat which is based around a STEM Theme which takes place each Thursday from 10:30pm-11:30pm.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<img border="0" data-original-height="594" data-original-width="1122" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPTYc6MA_zOww5J9WdRWCVtRbzavP8Ad93gKSeQ0LHQPIqBSmjbLYMITCw7fA5ZgEU-rPPwcWqf-NGk7lTPonvavgO2qXfMAvKGxwGTVxWQGmwX0QlaPSirvoIGGpLQyCJEHmU6AzFJ5w/s400/Screen+Shot+2019-04-09+at+12.48.28+PM.png" width="400" /></div>
<br />M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-4603868488369309842019-04-09T12:47:00.000+12:002019-04-09T12:47:11.618+12:00Primary STEM Chat Wakelet<a href="https://wakelet.com/wake/6477c01e-f7a0-4dbe-93e9-40596c6496e6">Assessment and Reporting in a STEM Classroom.</a><br />
Primary STEM Chat is an Australian based Twitter Chat with an educational theme. It is run weekly with a STEM focus and different aspects of STEM in the classroom. While it originates from Australia it has some contributions from New Zealand (including myself) and has resources that are not necessairily available in New Zealand. The link is provided above. Note due to time differences it starts on Thursday 10:30pm and finishes 11:30pm.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-41523098396295386952019-04-08T09:18:00.000+12:002019-04-08T09:18:04.945+12:00Digital Technologies Staff Meeting PD<br />
<br />
<br />
Staff Meeting. This took place in week ten. Ideally it would have perhaps been better to take place sooner in the term but it scheduled meant this is when it was (perhaps could have advocated more for an earlier time). Two staff members were absent and the staff meeting was further complicated by a powercut which took place at 3:45pm which removed Wi-Fi and prevented the group discussions from being recorded. There was a sharing aspect of the staff meeting with a request for staff to bring an item to share from the Digital Curriculum that tied in with the resources. <br />
<br />
This wasn't successful as most staff didn't bring something (however this could be remedied by staff completing the slideshow at a later date which I can send a reminder out about). The other issue that could have been followed up on was the staff who undertook the PD. It was clear from the discussion that was centred around the Mindlabs PD for the Digital Curriculum that while it had been completed by some staff, which I believe was two others, it had not been looked at by most staff. Given everything that happened and the follow up etc its something that I want to positively pursue to ensure that everyone makes the most of the opportunity. I think the PD aspect from Mindlab is an exceptional resource but need to promoted as something positive for the staff as an opportunity. <br />
<br />
I haven't received any feedback on the PD at the moment however I think the experience and the slideshow and the building of it was positive, but the approach and the sharing of it and the delegation of the tasks could have been driven better (perhaps I could have followed up in person with additional emails and spoke more directly to people about completing the sharing part of the session).<br />
<br />
<u><b>From here:</b></u><br />
<br />
<ul>
<li>contact staff to ensure that the feedback was completed (during the holidays)</li>
<li>provide staff with a reminder opportunity about the Flipped PD and the opportunity to gain a PD qualification, linking to the helpfulness of the task. </li>
<li>Use the 'Digital Fluency Playing Cards' which have been purchased by the school to further enhance the understanding and discussion about the Digital Curriculum</li>
<li>Get feedback about the staff meeting from Senior Manangement who were there (KT) and feedback from Senior Management who were not there (JC, KB) about the slideshow.</li>
</ul>
<br />
M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Auroa, New Zealand-39.4835291 174.0439265-39.5815791 173.882565 -39.3854791 174.205288tag:blogger.com,1999:blog-8047650569375878529.post-23474311736013494032019-04-02T12:40:00.000+13:002019-04-09T12:40:35.965+12:00Blooms Taxonomy Professional Reading<a href="https://www.naeyc.org/resources/pubs/tyc/oct2015/using-blooms-taxonomy-questioning" jsname="eLO0kc" style="font-weight: bold;">Moving Beyond Who, What, When Where and Why Using Blooms Taxonomy to Extend Preschoolers Thinking</a><span style="font-weight: bold;">:</span><br />
<ul>
<li><span style="font-weight: bold;">Souce: naeyc</span></li>
<li><span style="font-weight: bold;">Rationale: This is the number one 'hit' when researching Blooms Questioning and given where I was wanting to start looking at I felt it could be applied to my work, even though it is targetted at a lower level of student. The big take that I took out was the questioning ring to make sure you were balancing your questions for me as the teacher. This is something that I took for granted and assumed that I would do automatically but the keyring was a very proactive step and started to retrain me. I focussed on the reading to start with as something to colour code and reflect (constantly) on where I was questioning. The students were at first wondering what I was doing with the key ring, and some asked me directly about the process but I was honest with them and it worked well as a result.</span></li>
</ul>
<a href="https://www.teachervision.com/teaching-strategies/levels-questions-blooms-taxonomy" jsname="eLO0kc" style="font-weight: bold;">Levels of Questioning in Blooms Taxonomy - Source: TeacherVision.Com</a><span style="font-weight: bold;">: </span><br />
<span style="font-weight: bold;">Some facts that need to be considered:</span><br />
<ul>
<li><span style="font-weight: bold;">Most teachers spend 90% of their instructional time questioning students</span></li>
<li><span style="font-weight: bold;">Many teachers ask up to 400 questions a day approximately 80% are factual knowledge based questions</span></li>
<li><span style="font-weight: bold;">Students who are constantly asked low level questions will focus on producing low-level answers to questons</span></li>
</ul>
<span style="font-weight: bold;">Rationale: These facts could potentially not be correct and depend on the system involved - the US has a test based system which I have spoken to educators about where-by the end of year testing that the students take part in essentially determines whether they have a successful year or not. In the case of an education system like Singapore where I was able to go and visit first hand in 2016 the system is predominantly rote learning where the focus on the exams at the end of the year is a live and let die example of something that is based soley around the testing. The data listed above clearly comes from an American site and dosen't site its source or reference point however the emphasis to me came on looking at what sort of questions that I was asking the students and what that was producing. I think the most relevant thing that could come from that was for 3D Printing - when we were discussing a print and what was produced by the students I found a series of Blooms Prompts (with the Lightbulbs in the resource section) useful to use to help my discussion with the students, particularly at the higher end of things. One thing that I need to look at is that the higher discussions that come as part of that process need to be documented somehow because at present they are not.</span><br />
<a href="https://www.thoughtco.com/blooms-taxonomy-the-incredible-teaching-tool-2081869" jsname="eLO0kc" style="font-weight: bold;">Using Blooms Taxonomy for Effective Learning.</a><span style="font-weight: bold;"> (Source Thoughtco.Com)</span><br />
<span style="font-weight: bold;">This is esentially a series of visual resource posters about Blooms and revisiting of the key points about Blooms and questioning. It provides a series of key images but by the time that I located this I had already found a series of posters and displays relating to Blooms that I was already in the process of using and didn't want to replace existing material. (It should be noted too that this is one of the sites that still maintains the use of Synthesis for Blooms - which has been replaced by 'Creation' in the revised version, a minor point but something that perhaps needs to have a note made)</span><br />
<br />M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com088 Williams St, Kaiapoi 7630, New Zealand-43.388617 172.656569-68.183761 131.347975 -18.593473000000003 -146.03483700000004tag:blogger.com,1999:blog-8047650569375878529.post-19537358565367912122018-09-25T14:23:00.000+12:002018-09-25T14:23:52.058+12:00Wrapping Up Term Three, 2018This term has shown significant progress with a 'Flipping' model in the classroom. While I have been aware of the requirements and expectations I needed something of the proverbial push to me to do so. With some help from the Principal I had that 'Aha' moment. I began to explore the possibility of Flipping my Mathematics and when I did I was able to make the connection between the theory and the practice.<br /><br />
An example is the grading of Seesaw Posts. I had completed this before but I hadn't as a rule paid particular attention to this. It is now apparently obvious that by doing this the students who are excelling, who are challenged or need assistance visually becomes quite obvious.<br />
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With reguards to pushing out activities on Seesaw the same applies. There are obviously very clear examples of tracking how a student is preforming. I personally have spent considerable time in the past looking at tracking students with Sheets, Checklists and the like and this takes the place of that and organising it in a logical way.<br />
<br />
I would feel now confident in allocating all of my Mathematical learning to a Flipped Model, and I think the Reading Strategies and aspects of Writing would also allow themselves to be easily Flipped. I have completed the Flipped Learning Training Certification, although it should be noted that the training itself is a one year course and every additional year requires a subscription based model to continue to have the account active.<br />
<br />The Project Mounga 'Whio' Project is nearing the starting point. A signiifcant meeting will take place in the first week of Term Four, which should bring everyone involved together, as this will allow the placing of the tracking cameras which would be the nextM Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-84558970252747854202018-08-30T21:59:00.002+12:002018-08-30T21:59:53.877+12:00Meeting with Manaia School - Curios Minds Project 2018The meetings that are taking place for the Map of Stories/Curious Minds Projects need to be documented to record - there have been a number of meetings that are relevant to my PLD/PD.<br />
<br />
I have had meetings with the Project Mounga Management (three) to varying degrees and lengths since last term. I have had one of these meetings featuring Ngaruahine Iwi Management, and three meetings with Emma from School Kits NZ. I have had meetings with the Kura at Mangatoki. I have had meetings with Department of Conservation. <br />
<br />
Today I travelled to Manaia Primary School to meet with management about their involvement in the project. I was not concerned with the point that they had made it to with the project. I thought that perhaps we would be somewhat ahead of them and able to offer some assistance. They essentially have not begun the process but are going to in the future. As such it was an opportunity to share what we are begun to do at Auroa Primary School and point them in the right direction for the future. It was an opportunity to share professional practise and discuss ideas with someone who was not able as such to contribute to the project at this stage but may do in the future.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-90483745907649308492018-08-30T21:40:00.000+12:002018-08-30T21:40:58.284+12:00What is the Purpose of the Meeting/PLD Session?<b><u>What is the Purpose of the Meeting/PLD Session:</u></b><br />
<ul>
<li>Information Sharing</li>
<li>Community/Team Building</li>
<li>To Learn Something new</li>
<li>Planning</li>
<li>Problem Solving</li>
<li>Decision Making</li>
</ul>
<div>
Adult Learning Principales:</div>
<div>
1. Self Directing - they need to know the benefits, values and purposes of a learning programme. They need to know why they are learning and what they're learning - the purpose.</div>
<div>
2. Learn by Doing - Adults learn through direct experience; therefore </div>
M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-37158743611723031222018-08-06T20:42:00.000+12:002018-08-06T20:42:32.987+12:00Meeting with the local Kura - Te Kura o Nga Ruahine RangiDuring Term Three I met with the local Nga Ruahine Kura. The purpose of this meeting was to build a stronger relationship between the Kura and Auroa Primary School, and my classroom and look at ways in which we could engage the students and work together. From what I was able to determine at the Kura I was the first visitor from Auroa Primary School.<br />
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I was able to open a dialogue with the Kura and look towards the possibility of working together in the future. The Kura seemed receptive to this but it will be important to look at opportunities to work together in the future, such as hosting some of the students at some point. We have already had an opportunity when we have a visitor to Auroa School from France, who will also be visiting the Kura as well to spend a day there and experience the Kura.<br />
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This needs to be the start of an ongoing relationship and one in which the Kura and Auroa Primary School learn from each other, have shared experiences and can work for the benefits of the students.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Mangatoki, New Zealand-39.4245749 174.22828230000005-39.473635900000005 174.14760130000005 -39.3755139 174.30896330000004tag:blogger.com,1999:blog-8047650569375878529.post-18877276393509725312018-05-26T19:53:00.000+12:002018-05-26T19:53:09.206+12:00Educamp Palmerston North - RTCToday I attended EduCamp Palmy in Palmerston North, hosted by Winchester School.<br />
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During the course of the day I attended four breakouts and also had the opportunity to listen to<b> the keynote.</b> During the fourth break out I was asked to present about 3D Printing and Laser Cutting (highlighting some of Auroa Primary Schools promotional videos).<br />
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The highlights of the presentations can be located here:<br />
For the Keynote.<br />
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For <b>breakout One,</b> which was on the subject of intergrated learning which was run by Ana from Whakarongo School (who we visited as part of the MOA Kluster in 2016). She talked about running an integrated program in an ILE and how she was coping with the change of students with their goal settings. The details of the breakout are here.<br />
<br />
For <b>breakout Two,</b> this was led by Bede Gilmore from Winchester School. This was about the CORE Education addition on MLAM on the TKI Webiste and how it had been applied to the students of Winchester School. The details of his presentation are here.<br />
<br />
For <b>breakout three</b> I saw STEM in Whakarongo School and in particular how they were using the Sphero Robots to program and how they were integrated it into the program. I collected the details of the program and have included them here.<br />
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Break Four was one that I hosted using exemplars of work from Auroa Primary School. I had a total of ten teachers in the classroom. I was not a formal presentation that I am able to link into this blog but instead was a discussion about what we were doing and some examples of our work. I was asked to do this at rather short notice, hence the use of our School website and talking about some of examples of work.<br />
<br />M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-27121494071085502382018-05-21T22:17:00.001+12:002018-05-21T22:17:19.685+12:00PRT - Treaty of Waitangi<b><u>Engaging with Local Iwi.</u></b><br />
<br />
School Kits - Treaty Stories. I have engaged with School Kits in their national 'Treaty Stories Project'. This is one of ten national stories documenting a project of national significance. To date I have had two meetings with the liason people for the project (School Kits). I have further accessed a local High School teacher who has forty years experience with the area (Murray Dobbin) and had two lengthy conversations with him. He has encouraged me with professional readings and research.<br />
<br />
Last week we had a significant meeting with local Iwi (Nga Ruahine) about the project. We also had representatives from the Taranaki Mounga projects (Sean). As a result of this meeting we have agreed to move forward to look at meeting again with the School Kits people present and representatives of the Iwi. This will take place in June. <br />
<br />
In the short term I want to continue my professional reading on the matter (I have ordered 'I Shall not die by James Belich) which deals with the issues from 1868-9. I have made my way through the Nga Ruahine treaty documents to further make myself through local history,<br />
<br />
This project will alow our students and the students of the Kura to work collaboratively in a sharing of knowledge and resources. This would allow us to directly look at addressing the RTC of criteria one. M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-53625280946545458532017-05-31T07:04:00.000+12:002017-05-31T07:04:42.540+12:00Quiet Leadership Pages 49-55: Professional Reading<b><u>Quiet Leadership by David Rock: Page 49-55 Summary</u></b><br />
- Tally of number of times looking at problems and not solutions this week<br />
- How much leeway can we give staff who want solutions to baseline issues (duty)<br />
- Are we a School that encourages teachers to do their best and follow thier passion?<br />
<br />M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-16935262906586807622017-05-18T22:26:00.002+12:002017-05-18T22:26:37.631+12:00Digital Parents GroupI am still not sold on the name for the group, however as nothing better was available in the short term, its what we went with. Previously we'd had a <b>'Digital Focus Group'</b> which had met once a term in 2015-6. Last year the group (which was concerned with BYOD policy and uptake) met infrequently and stopped mid yaer. While this group was not started again an opportunity was made available for parents to drop in and see technology in action and discuss with staff.<br />
<br />
Today the group had two session available to parents 9am-10am and 2pm-3pm. There had been limited publicising of the event - it was via text message to parents twice. The morning session saw the attendance of four parents, one BOT member, one new parent to School and two parents, husband and wife who had previously worked at the school. We showed the parents the <b>Beebots, Dash and Edison robots</b> and discussed with them <b>Computational Thinking</b>. I would rate this as successful although I would have liked additional attendance (also of note other mitigating factors were the weather was driving rain). The afternoon session consisted of one pair of parents from the same classroom. Again I re-worked the session from this morning.<br />
<br />
While the numebrs were a little dissapointing I feel the start was positive. The group has potential and enthusiam if the selected topics continue to be of interest. We could also repeat the topic from today, as long as we advertised this clearly we would anticipate different parents would attend. We didn't run an evening session as we were considering - its debatable as to how many parents would attend. <br />
<br />
On reflection I feel the group has potential and would be an excellent source of feedback and ideas from parents, the key issue would be the attendance of differing parents and input.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Auroa, New Zealand-39.4835291 174.0439265-39.5815791 173.882565 -39.3854791 174.205288tag:blogger.com,1999:blog-8047650569375878529.post-60296263586104662882017-03-30T11:22:00.001+13:002017-03-30T11:27:40.214+13:00Edison Robots - Bringing them in organically into Auroa Primary SchoolIt is currently week nine of School term. Having just had a staff meeting when the subject of the TAI came up I thought that it would be apt to review the current situations relating to the use of the robots in the school.<br />
<br />
Currently I have run sessions in four of the school classrooms - all junior school. I ran a thirty minute introduction session when I worked with the classroom teacher to promote the technology. We used a group of six robots. Following this two of the teachers accessed the technology to run additional sessions with thier classroom groups. In addition to that a teacher aide has used a robot to place in the classroom with two ORS funded students to engage them with their work.<br />
<iframe allowfullscreen="" frameborder="0" height="360" mozallowfullscreen="" src="https://player.vimeo.com/video/209533388" webkitallowfullscreen="" width="640"></iframe> <br />
<a href="https://vimeo.com/209533388">EdisonIdeas2017</a> from <a href="https://vimeo.com/user3471812">myles webb</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
<b>Above: A Y2 class of students using the Edison in class in combination with blocks to 'park' the edison in a garage. This session was run independently by the teacher without myself present.</b><br />
<br />
I am currently scheduled to be in one of three remaining classrooms on Friday and will then take care of the last two classrooms as time permits (my release day is Friday and this is also a technology day). There have been some teething difficulty based around some of the use of robots - two of the initial six 'melted' due to a malfunction of the production process which caused replacement parts to be sent from Auckland. <br />
<br />
This has left us with a set of thirteen robots, of these 12 are in regular classroom circulation and one is being reserved for the ORS funded students who are in the adjacent classroom. Ideally the teachers would be seeking out the technology to use in conjunction with the students. This has just started to happen but has not happened yet to the desired level and will remain a work in progress. <br />
<br />
I have had six of these supplied by the Edison Company, who have also been made aware of my research and I have been asked as an official endorsement for the product for advertising.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-65022249062867234342017-03-16T22:48:00.000+13:002017-03-16T22:48:15.889+13:00Edison Robots - Suggested Lessons/Challenges<iframe src="https://docs.google.com/presentation/d/1gAhzMj1Uqol0H1pNA0rnyqBNd-ZEQY8gPmi_zM9A7HM/embed?start=false&loop=false&delayms=3000" frameborder="0" width="500" height="500" allowfullscreen="true" mozallowfullscreen="true" webkitallowfullscreen="true"></iframe>M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Auroa, New Zealand-39.4835291 174.0439265-39.5815791 173.882565 -39.3854791 174.205288tag:blogger.com,1999:blog-8047650569375878529.post-14030163218200516182017-03-11T23:20:00.001+13:002017-03-11T23:20:57.561+13:00Edison Resources: Play Mat<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVSir3ITu0Z5acl_JJEZzDERGs6glic4QtexSyCv3eAnHC51-veKW_jA3qlOs3Jt8_mMIQYzlRfs9sfFPkZvfHT75oJn_QUPp8D3w6OGEokF0hPNL79cBnCBHKlLFakaoZaJ56cLBPueI/s1600/Screen+Shot+2017-03-11+at+11.15.10+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="158" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVSir3ITu0Z5acl_JJEZzDERGs6glic4QtexSyCv3eAnHC51-veKW_jA3qlOs3Jt8_mMIQYzlRfs9sfFPkZvfHT75oJn_QUPp8D3w6OGEokF0hPNL79cBnCBHKlLFakaoZaJ56cLBPueI/s320/Screen+Shot+2017-03-11+at+11.15.10+PM.png" width="320" /></a>While trawling through the existing 'Edison 2' resources from the official site I was able to locate this free downloadable play mat. The resource looks excellent - it covers all the key expected areas of the bar code programming. The next task associated with this is to locate a print shop capable of printing the mat A2 or A1 size and the contemplating of the laminating of such a sheet as it would be a heavy use object. Given the multi-use of the mat I feel that it would be an excellent teaching resource and something to enable the teachers to use the technology in a meaningful way. We are an extremely well resources school that has a multitude of resources including a variety of robots available to staff and students (including Beebots and Ozobots) my challenge is to ensure that the teachers are feeling empowered with the technology to use it, and then apply the computational thinking as a consequence for the students to be successful.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-43342228822226009622017-03-11T23:08:00.000+13:002017-03-11T23:11:03.651+13:00Edison 2 - Unexpected Line TrackingWe have completed a process whereby the Edison have now had their use modelled in the junior classrooms at Auroa Primary School. I have spent ten to fifteen minutes in every classroom of the junior school with the classroom teacher present and modelled a basic start up lesson with the Edison. As a result of which in one classroom a teacher has instigated a 'genius hour' with her students, and as part of this process a 'discovery' time was started with robots as a student option. This required two Room Three (my) students to assist their students. One of the Room Three students while working outside with these students experimented with the 'line tracking' option on the concrete area outside of the classroom - this is the result:
<iframe allowfullscreen="" frameborder="0" height="360" mozallowfullscreen="" src="https://player.vimeo.com/video/207726294" webkitallowfullscreen="" width="500"></iframe> <br />
<a href="https://vimeo.com/207726294">Edison Robot - Line Tracking Outside!</a> from <a href="https://vimeo.com/user3471812">myles webb</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
While the tracking was not perfect the actual line that it was following was not painted completely - and one would suspect that it would be possible to follow painted lines in an outside environment. There were grooves in the concrete at points that caused the Edison some difficulty - however it was an interesting addition to the Edisons capabilities.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Auroa, New Zealand-39.4835291 174.0439265-39.5815791 173.882565 -39.3854791 174.205288tag:blogger.com,1999:blog-8047650569375878529.post-60809673978831785922017-03-09T14:43:00.000+13:002017-03-09T14:45:50.719+13:00Edison 2 - 'Build a bridge and get over it'.<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH7VQIlVF7QNhkqlGGcXY0Z5kqmO-Y3dojWpus49eMX5JQV5oqPRT9Crwzo3nYSeNP58PnvWBGqfLre3vnd5pwGYYEu10oNa3u2UcE8yhoO0W8g-ejS1BdEicwgM3bThar6emmfUc9E5k/s1600/IMG_0548.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH7VQIlVF7QNhkqlGGcXY0Z5kqmO-Y3dojWpus49eMX5JQV5oqPRT9Crwzo3nYSeNP58PnvWBGqfLre3vnd5pwGYYEu10oNa3u2UcE8yhoO0W8g-ejS1BdEicwgM3bThar6emmfUc9E5k/s200/IMG_0548.jpg" width="200" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU2Cj8rwNN6yOcVQ09PsGcRMTGrzctkigsQ1m4811aI7JG4ew70b3LZ8uMgfJSmp284jH_SByzh9J1xADoaOLkY9pBfR7H757e7V0FDEJYm2SFX-hxc1L096CHvLQST6XEEfs0xNajp-o/s1600/IMG_0543.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU2Cj8rwNN6yOcVQ09PsGcRMTGrzctkigsQ1m4811aI7JG4ew70b3LZ8uMgfJSmp284jH_SByzh9J1xADoaOLkY9pBfR7H757e7V0FDEJYm2SFX-hxc1L096CHvLQST6XEEfs0xNajp-o/s200/IMG_0543.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A makeshift bridge created with rulers.</td></tr>
</tbody></table>
<b><u>Challenge: </u></b>For students to build a 'bridge' over three A4 sheets of card. Students were able to use books, rulers and other objects within the classroom to complete the task. They needed to start the Edison on one side of the 'river' and have it move to the other side of the river successfully. Students were not able to construct in the 'river'.<br />
<b><u>Level: </u></b>This task was completed by Y5/6 class of students 10 and 11 year olds. The timeframe was thirty minutes from start to finish. We allowed a five minute 'show' time when groups who were making progress towards the task showed evidence to the others in the class.<br />
<b><u>Notes: </u></b>The initial start the students had the Edison in 'avoid obstacle' mode, this meant that the control of the Edison was somewhat difficult. Most of the groups identified the need to switch the Edison to the 'clap controlled driving mode' which allowed them more control of the Edison along the 'bridge'. One group opted to use the 'line tracking' bar code which they created by making their own tracking line with black vivid. This was moderately successful because the line was inconsistent. Several other groups attempted to create a 'channel' of books to have the robot bounce off. 'Clap controlled' driving was by far and away the most successful of the groups to complete the task. Some of the groups used masking tape to apply it to the rulers and books to stabilize them as the Edison moved over themM Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Auroa, New Zealand-39.4835291 174.0439265-39.5815791 173.882565 -39.3854791 174.205288tag:blogger.com,1999:blog-8047650569375878529.post-23526433483070189702017-02-20T14:21:00.001+13:002017-02-20T14:25:59.672+13:00Computational Thinking - Concepts and approaches.<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpO1LfUB9fndvwHgXir3LcHhJ_xrrJsGXX_Jzdmx6SQQ24gAprlGnbxRHvRGUelWMSvt4Jn47wdew9Mq0OHXBaepBs4lBIm8z9z6PaA8kB4S5iDwY1_jgtNDq3n-B6rM5OdMqB5PvBRls/s1600/MOA+Kluster+Computational+Thinking+Poster.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpO1LfUB9fndvwHgXir3LcHhJ_xrrJsGXX_Jzdmx6SQQ24gAprlGnbxRHvRGUelWMSvt4Jn47wdew9Mq0OHXBaepBs4lBIm8z9z6PaA8kB4S5iDwY1_jgtNDq3n-B6rM5OdMqB5PvBRls/s400/MOA+Kluster+Computational+Thinking+Poster.jpg" width="400" /></a></div>
I have spent some time researching computational thinking in preparation for my research and I feel that this chart is an excellent summary of the skills provided. <br />
<br />
While it is officially a 'MOA' Kluster design and product it clearly takes its inspiration from elsewhere, in this case 'Barefoot Computing: Computing at School'. Regardless of its origin, it contains the key elements that need to be applied in the context of using the Robots. Tinkering/creating/debugging/perseverance/collaborating are all examples of practical use of robots that can fit in really, really well with the computational thinking.<br />
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During the course of today I conducted an introductory series of lessons with the classrooms in the junior school. The purpose of the lessons were two fold - to engage the students in the use of the robots to get them enthused and think about the possibilities but also to do likewise for the staff and have them see the robots in a teaching situation. We have significant resources here at school but sometimes, in my opinion there can be a disconnect between the resource and the teacher and especially in the case of technology. I find the usability of the Edison off the charts in terms of how easy it can start working and its price point can't be matched. The lessons that I went with today focussed on the starting of the robots, the play, stop and program button and then a single bar code reading of the robots to program it towards the 'clap' operated option. I would consider it extremely successful.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Auroa, New Zealand-39.4835291 174.0439265-39.5815791 173.882565 -39.3854791 174.205288tag:blogger.com,1999:blog-8047650569375878529.post-67804675019201984172017-01-16T15:59:00.001+13:002017-01-16T15:59:25.889+13:00Edison 2: Compatible with LegoOne of the tasks that I was looking to do with the <b>Edison 2</b> was to increase its compatibility. Once the robot was unpacked with the setting of the machine (essentially straight from the box to start working) and the basic location tasks had been completed - looking to extend the students at a basic level. One of the positives that the <b>Edison 2</b> has is that it is easily compatible with Lego. These designs here were completed by a six year old.<br />
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<u><b>Left:</b></u> Basic design added to Edison 2 with mixed lego pieces, the task was simply to add additional pieces and make sure that the robot would still work. The wheels that are visible on the left and right of the wheels are for effect only and did not help with movement. There were no restrictions on the shape of the vehicle the task was simply to create a car to ensure the Edison could still move. (the sensors cannot be covered over otherwise the machine will not function as expected).<br />
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<b><u>Left:</u></b> to slightly make the task more inventive a challenge was made to produce a car/truck that would transport four lego figures without the figures falling out. When the Edison 2 would come up against an obstacle it would 'push' against it which meant the design had to be made with a way to secure the lego figures. The tasks were similar to the initial problem of travelling from one location to another, this time with the figures remaining safe.<br />
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<u><b> Left:</b></u> to further make a challenge an object was introduced that was oversized and to cause the vehicle to be redesigned. The back of the lego design needed to support the object and again the task was to transport the object from one location to another without the object on the back falling off. As it was the design was able to support the object without modification with the design from the previous task of transporting the figures.<br />
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<b><u>Left:</u></b> Which led to the stacking of blocks onto the back of the Edison 2 design - the blocks were intended to be loose so that when they would react to obstacles the would tip off. The intention of this was to have the student build support and consider the implications of the 'heavy load' of the blocks as it would be more of a challenge for the six year old.<br />
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<b><u>Left:</u></b> This was the final design by the six year old when the transportation tasks were complete. The six year old decided to create something interesting with a working arm. However this had limited mobility and was not the most practical in terms of getting to point A to B without items falling off.<br />
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This was an open task to allow the six year old to be creative without a specific end point.<br />
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<u style="font-weight: bold;">Reflection:</u> The Edison 2 is extremely compatible with Lego. There was no set in particular that was used to integrate with it was a collection of lego sets and pieces and that just worked. The practicality of it would be for a teacher/adult to purchase second hand set or lego pieces (wheels would need to be included in the set) to design a set of tasks with the Edison. This of course takes into the account the students have a predisposition towards Lego and have the motor skills to create.M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Auroa, New Zealand-39.4835291 174.0439265-39.5815791 173.882565 -39.3854791 174.205288tag:blogger.com,1999:blog-8047650569375878529.post-34947046602315689902016-10-08T22:13:00.001+13:002016-10-08T22:13:16.582+13:00Lessons For Edison2 With Students: Rough Outline<div class="separator" style="clear: both; text-align: center;">
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It is assumed for every lesson the batteries are charged.<br />
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<u><b>Lesson One:</b></u> <b><u>Orientation/A to B. </u></b> Required: laminate target, blocks. Task to orientate themselves with Edison. Edison pre-set to the obstacle setting. Goal: student to be introduced to the robot and see the robot would navigate around obstacles that it can sense. Start by sending it from point A to point B Understanding of how high the obstacles can be and using them to 'block' the robot from going in a particular direction. This will point the students in the direction of using obstacles to help. This could be modified to student the students needs (target could be specific). Student should be able to independently place the blocks to ensure success. Students could think of other objects that could be used to redirect robot and location challenged.<br />
Lesson Two: Clapping<br />
M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0tag:blogger.com,1999:blog-8047650569375878529.post-62716498298326157362016-10-03T13:33:00.003+13:002016-10-07T19:15:50.888+13:00Edison 2 - Robotics First Thoughts<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXPyt0xi-8GTv4n4bKYJeFOne-uCnwiLnXIG46EuMq58_IefcPakrrmYzn-ztqAw_t48CRlGbsvC38FwvSZ6RrbaEHJp02bOtbp5XTdqL5r3tq8mo4AS0QVAsng3IQuIyi9s0jj_0WFSg/s1600/IMG_1154.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXPyt0xi-8GTv4n4bKYJeFOne-uCnwiLnXIG46EuMq58_IefcPakrrmYzn-ztqAw_t48CRlGbsvC38FwvSZ6RrbaEHJp02bOtbp5XTdqL5r3tq8mo4AS0QVAsng3IQuIyi9s0jj_0WFSg/s320/IMG_1154.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Fully assembled and able to be used instantly...</td></tr>
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Note: This is destined for another side that won't be active until the following year (2017) hence it needs to be worked on and posted now.<br />
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This arrived yesterday. <b><u>First thoughts?</u></b> The fact that the Edison 2 came ready assembled and just needed the batteries inserted was excellent. To have a robot that could move based around object blocking its way essentially was excellent (which didn't require assembling or programming) which I would imagine would help with engaging students.<br />
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In terms of costs the unit price is under $100 (although this was gifted to me). It also required a battery charger which I purchased to ensure that the robot would be regularly useable. The charger cost $30 and came with a set of four AAA batteries.<br />
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On the first runs of the robot with the blocking of objects there is a height restrictions, the block needs to be above a particular height to ensure that the sensor can read it. I envisaged using a task where the students would need to get to a particular location from A to B without travelling directly. This would cause the students to create 'blocks' for the robot to ensure that it changed direction. I intend to use this as a warm up activity to see if the students could use it. <br />
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<b><u>DAY 2: </u></b>Tried using the barcodes from an A4 copy of the manual - it didn't seem to work. Need to create it A3 size and see if it makes a difference. The manual upon first view looks very much orientated towards older students and target group for inquiry will not fit with this. I modified the first task to being a simple move from location A to B, but B was placed in a differing location. The idea that I wanted was for the students to build 'block's or temporary walls to cause the robot to constantly turn to get to the location, which worked (although the blocks have to be a minimum height). Also had C1 use Lego to create attachments, wheels and various add ons which didn't impede the movement of the Edison (now named 'Ollie'). This could be developed into a basic lesson moving forward.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHbPscSJHKijwJrZI5addAfjeXPcs_gw6TRtlgZ5RPi62YBIr7OJC3FtjrNQOKq3scxDpzqgB-MFrusDhr_0l146H1ISqfBjKpyW4nB8djKLKGm33vsC8AahNqfCcbb_itBgXKfgg-Bro/s1600/Screen+Shot+2016-10-06+at+2.27.10+PM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHbPscSJHKijwJrZI5addAfjeXPcs_gw6TRtlgZ5RPi62YBIr7OJC3FtjrNQOKq3scxDpzqgB-MFrusDhr_0l146H1ISqfBjKpyW4nB8djKLKGm33vsC8AahNqfCcbb_itBgXKfgg-Bro/s200/Screen+Shot+2016-10-06+at+2.27.10+PM.png" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Target Select and Laminated A4 size</td></tr>
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<u><b>DAY 3:</b></u> Tried the barcodes A3 size - thinking that was the issue, however it proved not to be the case. The barcode reader was working successfully however C1 and C2 weren't clapping loud enough it transpired. I had the idea of creating a target to aim the robot at, with the idea that this would encourage them to get from point A to B (one clap to rotate right, two claps to move forward 30cm) however the loudness of the clap and the need to have everything else quite caused a problem. C2 quickly lost interest in the task complaining that her hands hurt and stopped. C1 carried out with assistance from myself and completed the task and also complained about the hands hurting. I would question whether this task would work with the target students. Some of them are noise sensitive, and a clapper might be required. I think they could potentially get too excited and cause the clapping pattern to interfere with the task and lose interest. It would be something that would need a back up plan of sorts. Its potentially a second lesson but maybe one that could potentially require significant modification to be successful.<br />
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DAY 4: Successfully completed the 'light' challenge by having a torch lead the robot. It was not the best quality on the carpet however it showed evidence of following the light. It was ultimately more successfully than the clapping task from the day before. This completes the main test of the robots and I feel confident with developing a set of basic lessons with the Edison that the students could complete - blocking, light, sound and barcode reading. I don't consider that the programming would work just yet. M Webbhttp://www.blogger.com/profile/04213006352175006579noreply@blogger.com0Auroa, New Zealand-39.4835291 174.0439265-39.5815791 173.882565 -39.3854791 174.205288